But besides such practical issues is the larger question of what a good life is. This week, a group spearheaded by the British Academy and including the London School of Economics and Arts Council England offered their answer: a parallel acronym, Shape – social sciences, humanities and the arts for people and the economy. So everything from fine art to psychology to economics: the disciplines that help us govern ourselves, understand how we have developed over time and argue for doing it all better.
The argument for Shape can, if necessary, be economic: last year the arts and culture sector overtook agriculture in terms of its contribution, at £10.8bn a year. The humanities’ supposed lack of obvious vocational pathways is in fact a strength in an economy where flexibility and entrepreneurship are prized, while the perception of lower employability is not borne out by facts – 88% of Shape graduates were employed in 2017 (compared with 89% for Stem).
Shape subjects will also be central to answering the most urgent questions we face; science, for instance, is foundational to comprehending the climate emergency, but will not effect the political and behavioural changes needed to achieve net zero. Nor will it necessarily predict or mould the future. Eric Hobsbawm may have found it baffling that “brilliant fashion designers … sometimes succeed in anticipating the shape of things to come better than professional predictors”; the fact remains they sometimes can. The stem of a plant is, after all, sustained and not just decorated by its leaves.
We should not be shy to argue for confidence and curiosity, joy and openness as good in themselves. Along with Stem, Shape subjects have the potential to open up the full extent of our humanity, to help shape a well-rounded, empathetic and resilient body politic. Fighting for equal weighting for these disciplines is not only good but also necessary.
• This article was amended on 29 June 2020 to remove an incorrect reference to Nicky Morgan having been the UK’s education secretary. As education is a devolved matter, Morgan oversaw education policy for England only.